Points 90.3: Clinical Practice Evaluation 1

CLINICAL PRACTICE EVALUATION 1
Ashanty Martinez 20344719

TEACHER CANDIDATE NAME______________________________ STUDENT NUMBER____________________
Bachelor of Science in Elementary Education

PROGRAM: _________________________________________________________________________________________________________________________
ELM-490 8/12/2019 11/24/2019

COURSE: _____________________________________________________ START DATE: ____________________________ END DATE: _____________________
Campo Elementary School

COOPERATING SCHOOL NAME: _________________________________________________________________________________________________________
California
SCHOOL STATE: ___________________________________
Gina Alves
COOPERATING TEACHER/MENTOR NAME: _______________________________________________________________________________________________
Ami Adkins
GCU FACULTY SUPERVISOR NAME: ______________________________________________________________________________________________________
FOR COURSE INSTRUCTORS ONLY:

EVALUATION 1 TOTAL
POINTS 90.3 points 90.3 %
10.00 1000 903 100
0 0 0 0 0 0 0 100 0 0 0 0 0 0
100
0 0 0 0 0 0 0 0

GCU Professional Dispositions of Learners Scoring Guide

No Evidence Ineffective Foundational Emerging Proficient Distinguished
(The GCU Faculty (Teacher Candidates within (Teacher Candidates within (Teacher Candidates within (Target level for Teacher (Usually reserved for master
Supervisor should create a this range require a this range require a this range may benefit from a Candidates) Teacher Candidates)
plan with the Teacher Professional Growth Plan) Professional Growth Plan) Professional Growth Plan)
Candidate to determine how
the Teacher Candidate will
meet this disposition in
future evaluations)
No Evidence 1 to 49 50 to 69 70 to 79 80 to 92 93 to 100
There is no evidence that the The performance of the The performance of the The performance of the The performance of the The performance of the
performance of the Teacher Teacher Candidate is Teacher Candidate is Teacher Candidate is Teacher Candidate meets Teacher Candidate
Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this disposition and consistently exceeds this
disposition or expectations disposition and expectations this disposition and disposition and expectations for expectations for a Teacher disposition and all
for a Teacher Candidate for a Teacher Candidate expectations for a Teacher a Teacher Candidate during Candidate during student expectations for a Teacher
during student teaching. during student teaching. Candidate during student student teaching. teaching. Candidate during student
teaching. teaching.
High Expectations Score No Evidence

Teacher candidates should believe that all students could learn and should set and support realistic expectations for student success. 1.00
These expectations should be communicated in positive ways. 90
Evidence
(The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for
improvement and the actionable steps for growth. )
Feedback attached
Respect for the Diversity of Others Score No Evidence

Teacher candidates should be sensitive to individual learning and the social needs of students and embrace the cultural diversity of
the community. They should develop and maintain educational communities marked by respect for others. They should interact
with their students, fellow educators, administrators, parents, and other community members with courtesy and civility and 95 1.00
establish relationships characterized by respect and rapport.
Evidence
Feedback attached


future evaluations)
teaching. teaching.
Fairness Score No Evidence

Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality, and exercise
fairness in all areas including assessment. 90 1.00
Evidence
Feedback attached
Professional Conduct Score No Evidence

Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within their
community. 85
Evidence 1.00
Feedback attached


future evaluations)
Candidate met this insufficient in meeting this underdeveloped in meeting developing in meeting this this disposition and consistently exceeds this 1.00
teaching. teaching.
Reflection Score No Evidence

Teacher candidates should recognize that reflection combined with experience leads to growth as a professional. Educators should
be thoughtful about their professional practice, critically examine it, and seek continual improvement. 90
Evidence
((The GCU Faculty Supervisor should detail the evidence or lack of evidence from the Teacher Candidate in meeting this disposition. For lack of evidence, please provide suggestions for
Feedback attached
Curiosity Score No Evidence 1.00

Teacher candidates should promote and support curiosity and encourage active inquiry.
88
Evidence
Feedback attached


future evaluations)
teaching. teaching.
Honesty Score No Evidence

Teacher candidates should model integrity by their words and actions.
90 1.00
Evidence
Feedback attached
Compassion Score No Evidence 1.00

Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with others
while providing intellectual, emotional, and spiritual support. 95
Evidence
Feedback attached


future evaluations)
teaching. teaching.
Advocacy Score No Evidence

Teacher candidates understand the impact of community involvement and servant leadership as it applies to the welfare of others in
the educational setting. 90 1.00
Evidence
Feedback attached
Dedication Score No Evidence

Teacher candidates should be committed to the profession of teaching and learning.
90
1.00
Evidence
Feedback attached

INSTRUCTIONS
Please review the "Total Scored Percentage" for accuracy and add any attachments before completing the "Agreement and Signature" section.
Total Scored Percentage:

90.3 %
ATTACHMENTS
Attachment 1:
(Optional)
Attachment 2:
(Optional)
AGREEMENT AND SIGNATURE

This evaluation reflects the results of a collaborative conference including feedback from the Cooperating / Mentor Teacher. The GCU Faculty
Supervisor and Cooperating /Mentor Teacher should collaboratively review the performance in each category prior to the evaluation meeting.
I attest this submission is accurate, true, and in compliance with GCU policy guidelines, to the best of my ability to do so.
GCU Faculty Supervisor E-Signature Date

Ami E. Adkins
Ami E. Adkins (Sep 18, 2019) Sep 18, 2019
Clinical Practice Evaluation 1 – FOR FEEDBACK PURPOSES ONLY*
Formative Feedback Worksheet
* This form is not to be accepted by faculty for official scoring. The GCU Faculty Supervisor will submit
each official Clinical Practice Evaluation to GCU.
Clinical Practice Evaluation 1 focuses on GCU’s Professional Dispositions. Please consider how the teacher candidate has
interacted with students and staff in relation to the following standards.
Professional Dispositions of Learners

High Expectations
Teacher candidates should believe that all students could learn and should set and support realistic expectations for
student success. These expectations should be communicated in positive ways.
FS Comments: Ashanty reviewed previous learning to connect to continued concepts; followed by frontloading new
math strategies. Most students were attentive during direct instruction. Ashanty employed student choral response
and reading, media, to include students in active participation. She interjected cross-content questions to expand
student learning (science, ELA). She paused the video lesson to review and check for understanding. She referenced
the math strategies while supporting students to build connections to new concepts. Ashanty circulated during group
work, supporting students as needed. She practiced scanning the room to observe all students for on-task work.
Ashanty used academic language in the content area to support academic vocabulary building. “Tell me how you
estimate, how do you know?”
CT Comments: Ashanty is always telling the students, “You can do it.” When a student says that they can’t do
something she sends them to our Growth Mindset Wall to find a positive way of responding.
Respect for the Diversity of Others

Teacher candidates should be sensitive to individual learning and the social needs of students and embrace the cultural
diversity of the community. They should develop and maintain educational communities marked by respect for others.
They should interact with their students, fellow educators, administrators, parents, and other community members with
courtesy and civility and establish relationships characterized by respect and rapport.
FS Comments: Ashanty employed language supports to communicate with an EL student in their home language.
CT Comments: When speaking with students for behavior or academics, Ashanty pulls the students to the side to have
quiet conversations. She affirms Native Americans and everybody’s beliefs by discussing different cultures.
Fairness
Teacher candidates should promote social justice and equity, maintain appropriate standards of confidentiality, and
exercise fairness in all areas including assessment.
FS Comments: Ashanty employed a classroom-wide positive behavior system to recognize students transitioning on-
task. She provided positive feedback when recognizing student academic achievement (addition facts). She circulated
and observed students’ work during warm up. Ashanty reminded students to use their hand gestures for
communication during whole group lesson. She balanced student participation: “Let’s hear from someone else”. She
reviewed with the whole class to gauge student understanding of the math lesson.
CT Comments: When grading Formative Loop, for example she grades with fairness and not giving preference to some
students over others.
Professional Conduct
Teacher candidates should exercise sound judgment and ethical behavior. They should be a positive role model within
their community.
FS Comments: Ashanty is mostly consistent with responding to professional communication. She collaborates with her
CT. She is in developing stages of professional communication skills in co-teaching, i.e. communicating directly to
resolve concerns and issues in the classroom.
CT Comments: Ashanty doesn’t make judgements about students or staff. She keeps things confidential and doesn’t talk
about others.
© 2018. Grand Canyon University. All Rights Reserved.

Reflection
Teacher candidates should recognize that reflection combined with experience leads to growth as a professional.
Educators should be thoughtful about their professional practice, critically examine it, and seek continual improvement.
FS Comments: Ashanty identifies strategies that seem to work and some that do not, considers which she believes will
work in her future classroom.
CT Comments: Ashanty and I have a sit-down discussion before school at lunch and after school to go over what well
and how to make better the next time.
Curiosity
Teacher candidates should promote and support curiosity and encourage active inquiry.
FS Comments: Ashanty asked students to explain their thinking and strategy: “Remember you said you needed to re-
group – why?”
CT Comments: Ashanty discusses science and social studies lessons with me so that she knows which way to guide
students. This way students have inquiries and are not spoon-fed answers.
Honesty
Teacher candidates should model integrity by their words and actions.
FS Comments: Ashanty displays integrity in the workplace.
CT Comments: Ashanty conducts herself professionally at all times whether with students or staff.
Compassion
Teacher candidates should demonstrate professional friendliness, warmth, and genuine caring in their relationships with
others while providing intellectual, emotional, and spiritual support.
FS Comments: Ashanty displayed a warm and supportive manner with students, maintaining a clam demeanor
throughout class. Her management and re-directive comments were framed in the positive and she related to
students in a respectful manner.
CT Comments: Ashanty discusses students’ homelife with them to build meaningful relationships and to get to know
them.
Advocacy
Teacher candidates understand the impact of community involvement and servant leadership as it applies to the welfare
of others in the educational setting.
FS Comments: Ashanty takes initiative to bring her own ideas and strategies to the classroom.
CT Comments: Ashanty stayed for Back to School Night and was helping with our classroom raffle/fundraiser. She
continues to help with ongoing fundraising.
Dedication
Teacher candidates should be committed to the profession of teaching and learning.
FS Comments: Ashanty demonstrates motivation to grow and develop her teaching craft.
CT Comments: Ashanty always questions to improve her practice.
Areas of Improvement for Growth

- Increase asking “why/how” when providing instruction; ask students how they got their answer – what strategy
they used. **Less teacher input, more students: students would be doing the “heavy lifting” in the learning.
- Increase circulation through room when possible. **increase room scanning while circulating and supporting
students in small groups or individually. Practice positioning yourself to maintain as much visual range of the
class as possible.
- Practice consistency in attention getters with students; be consistent in holding them to standards of respectful
listening. **Do not continue instruction until you have full attention.
- Practice direct communication with colleagues to resolve issue and concerns.
CT Overall Feedback
Strengths Opportunities for Growth Suggestions/Ideas to Implement

Ashanty always has a positive Teacher – Teacher observations: Because I teach math in two
attitude. She has fantastic blocks, I believe that Ashanty
- Ashanty should observe
organizational skills. She is teaching both will help her
other classrooms to see the
respectful of students. She values understand how to make any minor
different ways teachers
Inquiring minds by posing “what changes for the 2nd group. She does
teach so that she can use
if” questions. She is very understand it, but doing it more
many strategies to create
dependable. She shows up for work will be beneficial. However, I also
her own way of doing
on time and stays until the teachers believe that during that 2nd block,
are able to leave. things. or even the 1st, she should use that
time to observe other classrooms at
times.

Reflections on Teaching: Ashanty M
Evaluation #1
Pre-observation
Areas of focus that I believe I need to work on are Advocacy, I need to believe more in myself so I can be more
successful in my student teaching. Another would be Reflection, I need to be able to recognize and be
thoughtful when teaching, recognize signs when students are not understanding the lesson so that I can
reteach it.
I have noticed that when the teacher is teaching the lesson up on the board and expecting the students to
write what she is writing there are many of them who are not doing the assignment therefore, I believe we need
to constantly be walking around the room to make sure they are following along.
A big success I believe is getting an ELL student talking, she is very quite but never speak up, I have built a
good relationship with her and I finally got her to say a short sentence in English.
A challenge would be, having to do things the exact same way as my cooperating teacher, I respect her and
value what she is doing for me, but I do not always agree with her strategies, but I follow them.

I communicate daily with my cooperating teacher, we plan everything together, she gives me feedback
everyday.
Post-observation
What did I learn about my *strengths* after this evaluation? How can I use this knowledge to help me be successful in
the classroom?
I learned that I do have many areas of strengths were I thought I did not, this can help me be more confident in what I
do.
- What did I learn about my *challenges* after this evaluation? How can I use this knowledge to help me be
successful in the classroom?
I learned that my biggest challenge is believing in myself, I did better than I expected. I need to start believing than I can
do it so I can help my students be more successful.
- What gets in the way of me doing my best in this placement?
I believe that my fear of doing things wrong can get in the way of doing the best in this placement.
- What gives me a feeling of satisfaction in my work as a student teacher?
That the students are actively participating in class, and that they know what we are doing and why we are doing it. That
they can verbally explain how to solve a problem, or find a solution, rephrase, compare anything.
- How do I feel about myself as a student teacher and about the work that I am completing?
It feels great, its all I have ever wanted, it is a great experience and I look forward of having a class of my own.
- An area of focus I plan to work on going forward is ...
Once again believing in myself, I know I can do this and I need to stop fearing that I will do things wrong. I need to be
fully aware that there will be good days and bad days in where I need to reflect on my teaching strategies and find ways
to improve.
Evaluation #2
Pre-observation
Post-observation
Evaluation #3
Pre-observation
Post-observation
Evaluation #4
Pre-observation
Post-observation

Points 90.3: Clinical Practice Evaluation 1

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CLINICAL PRACTICE EVALUATION 1

Ashanty Martinez 20344719

Bachelor of Science in Elementary Education

ELM-490 8/12/2019 11/24/2019

Campo Elementary School

FOR COURSE INSTRUCTORS ONLY:

Ashanty Martinez 20344719

GCU Professional Dispositions of Learners Scoring Guide

High Expectations Score No Evidence

Respect for the Diversity of Others Score No Evidence

Ashanty Martinez 20344719

GCU Professional Dispositions of Learners Scoring Guide

Fairness Score No Evidence

Professional Conduct Score No Evidence

Ashanty Martinez 20344719

GCU Professional Dispositions of Learners Scoring Guide

Reflection Score No Evidence

Curiosity Score No Evidence 1.00

Ashanty Martinez 20344719

GCU Professional Dispositions of Learners Scoring Guide

Honesty Score No Evidence

Compassion Score No Evidence 1.00

Ashanty Martinez 20344719

GCU Professional Dispositions of Learners Scoring Guide

Advocacy Score No Evidence

Dedication Score No Evidence

Ashanty Martinez 20344719

Total Scored Percentage:

AGREEMENT AND SIGNATURE

GCU Faculty Supervisor E-Signature Date

Professional Dispositions of Learners

Respect for the Diversity of Others

© 2018. Grand Canyon University. All Rights Reserved.

Areas of Improvement for Growth

Strengths Opportunities for Growth Suggestions/Ideas to Implement

© 2018. Grand Canyon University. All Rights Reserved.

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